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Hey everyone,

While I was plotting out my course on the planning document, I found that I had plenty of literature and unit ideas but was stumped on BOWs. Then I tried to work backwards from BOWs I like and found that I couldn't think of a work of literature I'd like to use.

This got me thinking about how I could more efficiently organize my thoughts and I came up with a template for individual unit plans to complement the overarching planning grid for Scope and Sequence.

I'd be excited to hear some thoughts on this and how it could be improved to be more reflective of the course.

Daniel

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Self-reflection tool

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If you have time re-read the Section in the Subject Guide on Paper 2.  

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If you have time re-read the Section in the Subject Guide on Paper 2.  

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Paper 1 Sample C - this uses the same exam - see Session 5

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Paper 1 Sample C - this uses the same exam - see Session 5

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Examiner Comments - obviously read AFTER you have attempted to grade both essays. 

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Examiner Comments - obviously read AFTER you have attempted to grade both essays. 

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Can the AoE guiding questions serve as a basis for students' lines of inquiry for the HL Essay? What about old WT2 questions? Can you please clarify what the guide means when it says this is 'not a commentary' but a 'broad literary investigation'? These are my questions looking toward tomorrow, I suppose.

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Do you have the learner portfolio organized by works and BOW  or by assessment?

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Please grade this according to the markscheme. (see below)

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Listen to the IO Sample A, try grading it using the rubric (posted in Session 4) and then read the examiner comments (posted below). Do you agree? What questions do you still have concerning the IO in general, Sample A and the assessment process?  Please put your questions below for me. 

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Listen to the IO Sample A, try grading it using the rubric (posted in Session 4) and then read the examiner comments (posted below). Do you agree? What questions do you still have concerning the IO in general, Sample A and the assessment process?  Please put your questions below for me. 

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Could you use, for example, Beethoven and one of his symphonies as a BOW? Or could one use a play -- Hamilton or another to connect?

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Yesterday (session1), in one of the sessions you had the lesson template and checklist for the book choice, I no longer see it. Was it removed?

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Look back at your six works of literature Read over “Principles of course design” in guide (p. 28 - 30).
Using one of the planning sheets on padlet begin to plan your courseConsult the PRL online and make sure that you fulfil the requirements
Considerations include:literary text requirements (form, period, place, variety of text types non literary texts, areas of exploration, possible topic/theme/unit designs - concepts balanced work loads (assessment tasks)

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We want to finish session 1 the mission statement comment? session 2 the ATT/ATL comments? and for 3? We want our outline finished for tomorrow? How detailed should our outline be? Thanks!
-Sam

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The word "inquiring" stands out to me because it is the cornerstone of knowledge. When inquiry dies, it takes learning with it.The word also reminds us that the desire to know is much more important than knowing. The former opens up a world of the infinite while the latter can be quantified. I also appreciate the last sentence of the statement because it reminds us that the notion of "right" is a very subjective one. We must remember that others hold their convictions just as dearly as we hold ours. The statement reminds us that we should respect each other nonetheless.

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Care and inquiry are the two components that I feel strong about when starting my work with a new cohort of IB students. Caring about one's own development and the world around is what drives the motivation to learn more and be open for taking up some risks. That the mission statement effectively promotes the idea of making Learner Profile to become an integral part of everyday teaching. And the most convenient yet effective way to do it through text exploration and more insightful studies of literary works.

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Looking at the mission statement, I am always drawn to the goals of the program: to create a better and more peaceful world through intercultural understanding and respect. This is the reason I became a teacher and is the reason I have always wanted to get back into the IB as an educator. While yes, the IB at the end of the day is an international education program with rigorous courses and assessments, its overarching goals are what set it apart from other programs like AP. Within English A we have the opportunity through our curriculum choices to be a part of that creation. Which voices and perspectives do we choose to elevate within our curriculum? What ideas do we draw our students attention to? How active is the dialogue in our classroom? IB sets us up with the framework to pursue this overarching goal “to create a better and more peaceful world through intercultural understanding and respect” but it is our job as  the IB educators in charge of developing our classroom settings to turn this into an action and not just a set of empty words.

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Split into seven groups. Use the definition and explanation of the concept from the guide. Groups are to turn the explanation of the concept into a flashy newspaper headline. It is meant to summarize the concept for others. That should take around 10 minutes.  Afterward, groups should walk around the room reading the headlines of the other groups and talking about it with their peers.

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“Often the appeal for the reader of a literary work is the atmosphere a writer creates (for example, peaceful, menacing or ironic). Discuss some of the ways atmospheres are conveyed and to what effect in two of the works you have studied.”

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Think of some ways in which you can use this BOW.  Think about Concepts, Global Issues and  AOEs. What literary texts might you 'pair' with this?

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Think of some ways in which you can use this BOW.  Think about Concepts, Global Issues and  AOEs. What literary texts might you 'pair' with this?

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A man in a crisp white apron stands over the sink in a pink kitchen, staring out of the window at a woman in a suit, who is playfully lifting a little girl in the air. "Men don't leave the kitchen!" reads bold black text beside him. "We all know a man's place is in the home, cooking a woman a delicious meal. But if you are still enjoying the single life and don't have a little mister waiting on you, then come on down to Hardee's for something sloppy and hastily prepared."

If the sexism in this ad is jarring, consider this: the image and the text are based on a real advertisement from the 1940s, featuring a woman in the place of the man. The idea that women belong in the kitchen may be more than 70 years old, but sexist ads such as these still affect how we see gender roles today - or so photographer Eli Rezkallah believes.

Last month, the 31-year-old Lebanese artist completed a new series, called In a Parallel Universe, featuring eight photographs based on original ads from American companies made during the 1940s, '50s and '60s, the notoriously sexist "Mad Men" era.

The idea for the project came to him during a visit to the US last year, when he overheard a conversation between his uncles at Thanksgiving dinner.

"One of the men said that it would be great if the woman would take care of her own house, like women used to do back in the day," he explains, adding that the men went on to suggest that women are "better off" cooking, taking care of the home and performing their "womanly duties".

"They're not bad people at all. They're very progressive in a lot of ways, but this sentence stuck in my head," Rezkallah says. "I started wondering why and how they could say this. "I thought maybe the only way to explain to them how wrong it is, is if they see themselves in it."

So he took eight vintage adverts, several of them illustrations, and recreated each of them in a meticulously staged photograph that reverses the original genders. "I know for a fact that they're going to find it shocking," he says, "and this is when I can say, 'Why is it shocking for a man and not shocking for a woman to be in that position?'"

His simple premise is very effective. In one photograph, based on a 1940s ad for Schlitz beer, a woman in a suit comforts a man in an apron, who is holding a tea towel up to his face to dry his tears. "Don't worry darling, you didn't burn the beer!" she says.

By placing men in the role of housewives, seen as helpless or incompetent even in their own domestic spheres, Rezkallah highlights the overt sexism on show in these ads. By playing on the shock the viewer feels when seeing a man in this context, he also reveals the extent to which ideas of the home as the women's sphere are still ingrained in our collective consciousness.

"The reason I chose ads from that era is it was more out there. It was very, very obvious," he says. "Also, my uncle is in his 60s now, so ... when he was growing up, this was what he saw."

Not much has changed in the decades that have elapsed since these ads were dreamt up, at least not in the Middle East. In 2014, Lebanon-based Khoury Home came under fire for an ad released encouraging men to buy their partners a dishwasher for Valentine's Day because "Chocolates make her fat". It's eerily reminiscent of a 1950s ad for a vacuum cleaner, included in Rezkallah's series, with the tagline, "Christmas morning she'll be happier with a Hoover".

"In the Middle East, it's a totally different story to the States, because in the US they are politically correct now. They're more aware of it," he says. "Here, there's no sense of it."

Other disturbing ads set in the domestic sphere make light of violence against women. They also find a contemporary echo in the Middle East. A 2012 ad from Lebanese department store Aishti featured a woman with her head and limbs protruding from a cardboard gift box bearing the company's logo, in a position that suggests she has been dismembered.

This sort of dehumanisation is shown in two ads in Rezkallah's series that have been flipped to feature men being subjugated by women.

One ad for Mr Leggs trousers, from 1962, shows a man clad in suit trousers holding a plastic spade. Beside him on the sand is the head of a woman he has just finished burying because she "couldn't keep her hands off him".

Another ad released by the same company, the same year, shows a man stamping on the head of a woman who has been turned into a rug. In Rezkallah's version, a woman grinds her stiletto into the head of a sad-looking man above the words, "It's nice to have a boy around the house".

Rezkallah is planning to exhibit the series at the Lebanese American University next month before taking it to New York this spring.

The photographs, however, have gone viral online. Rezkallah says that most of the feedback has been positive, aside from a few male viewers who have accused him of reverse sexism, seemingly having missed the fact that his work is not advocating for advertising that is sexist against men, but instead trying to highlight the double standard.

"The work that I do doesn't exist on its own. It only exists next to the original work," he says. "It's not reverse sexism. It's two parallel universes that you can see clearly next to each other ... for me, feminism is about equality and I strongly believe in that."

Even the photographer responsible for the 1962 photo of the man standing over his woman-skin rug agrees.

"I woke up one day and I had received a message from a photographer in New York saying that he is the person who took the original photo and that things were very different back then," Rezkallah says. "He said he wouldn't tell anyone that he's the person behind it. He said, 'Great work. I'm happy someone did this.' "It was surreal."

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Read more:
H&M controversy: Here are five other adverts that got it wrong Shah Rukh Khan urges Davos set to fight sexism Egypt's tough justice on sexual harassment sends a strong message
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Seven photographs by Lebanese artist Eli Rezkallah that reveal how sexist advertising can be

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A man in a crisp white apron stands over the sink in a pink kitchen, staring out of the window at a woman in a suit, who is playfully lifting a little girl in the air. "Men don't leave the kitchen!" reads bold black text beside him.

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Here is an extra Paper 1 in case we lose the connection and/or have internet problems. 

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Here is an extra Paper 1 in case we lose the connection and/or have internet problems. 

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Sample C CAT 2

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Alternative Activity if we lose connection - Fill in one of the planners found on the main padlet.  

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Alternative Activity if we lose connection - Fill in one of the planners found on the main padlet.  

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Article on how to encourage reading - on IB Community Blog

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Article on how to encourage reading - on IB Community Blog

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Encouraging students to read books they choose is hugely beneficial, but how do you fit it into the curriculum? Diploma Programme (DP) English language and literature teacher Mike Mackenna shares his tips with IB World Magazine.

By Mike Mackenna

Students who read for pleasure get all kinds of benefits out of it: They become more empathetic, sleep better, have higher self-esteem, and are less likely to be stressed out or depressed. As a teacher, you have probably heard of extensive reading and don't need to be convinced of its value. You probably practice it yourself when you can find the time.

If the concept is new to you, extensive reading, or free reading, is a teaching method in which students choose texts to read for enjoyment rather than for assessment purposes. While the IB encourages language A teachers to give students choices regarding the books used for assessment, those choices are limited by the need to meet IB literary work requirements. Extensive reading, however, allows the students to read any text they wish.

Educators have written widely on the topic. Nancie Atwell, Kelly Gallagher, Donalyn Miller and Lucy Calkins are all champions of extensive reading because of the aforementioned mental health benefits and academic benefits: vocabulary growth, improved reading comprehension and stronger oral communication skills.

I know that you would love to give all of your students the opportunity to read books they choose, and access to all the advantages that extensive reading brings. But how do you fit in extensive reading if you have to study all the literary and non-literary texts and prepare them for the coursework and exams? How do students find their own time for reading? We all know that school is, tragically, the only place where many students have the three conditions Kelly Gallagher identifies as necessary for reading:

I faced this very same challenge in my own classroom and here are five ways I find that time for extensive reading in my Diploma Programme (DP) English language and literature classes. I hope it might give you some ideas for your own class.

Encourage students to choose text-types for extensive reading different from the ones they're studying in class.

I do this in order to make extensive reading feel like a break from formal classwork. In language and literature, this might mean that if students are studying non-literary texts as a class, they do extensive reading of literary texts like novels, poems or plays. In literature, it might mean that if students are reading say, poetry as a class, they choose other literary forms, like graphic novels; or non-literary texts, like magazines; for their extensive reading. Though if students want to use the same text type for extensive reading as they're using for the whole-class work, that is completely fine.

Set aside about 20% of class time for extensive reading.

In my 90-minute blocks, I give students 20 minutes at the start of class to read.

Discuss the books very briefly.

We discuss their books for about 10 minutes each class after they finish their 20 minutes of reading. We'll talk about if they like their books and why/why not, or we'll discuss basic elements of literature, like plot, characterization, tone, mood, etc.

Do very simple assessments

This idea is based on Kelly Gallagher's one pagers, which are one-page assignments he has students complete after reading a book just for pleasure. Like Gallagher, I have students complete very short assignments, though not all of them are written. They might write very short newspaper articles based on news-worthy events in the book or get together with a classmate and present their books in pairs, finding a way to talk about both of them.

For example, who would win in a fight, this character from student X's book or that character from student Y's book? Or if this character and that character met, would they fall in love/be friends/hate each other, etc? And why? These assignments help students develop writing and presentation skills, and knowledge of text types that are essential in DP language A.

If they're doing a very short writing assignment, I'll give them one complete class to finish the first draft, then part of the following class to improve the writing using my feedback. If they're doing a very short presentation, I'll give them one class to prepare, and they present the next class. The fact that the writing and presentations are short saves time in class (and out of class, since I can grade the work quickly).

I don't give any other assessments about the books. No chapter quizzes or anything like that. I avoid those to save time and because I don't want to ruin books read for pleasure with quizzes. I don't imagine any of us would enjoy our extensive reading as much if we had to take quizzes on it. And I should clarify that students can't use these books for any of the official DP assessments.

No extensive reading in the second year of DP

Finally, the pressure is really on in year two of the DP, which is why I don't do extensive reading then. As much as I hate that students lose the chance to read the books they choose, I just can't fit it in.

Mike Mackenna has taught Diploma Programme (DP) English language and literature since 2015. He is head of English and extended essay coordinator at Knightsbridge Schools International in Bogotá, Colombia. He also teaches TOK and graduated with a degree in English literature from the University of Colorado, USA in 2004, and has taught outside the U.S. ever since. When he's not teaching or reading, he and his partner stay busy raising their three-year-old son and 16-year-old beagle. You can connect with him here.

If you enjoyed this story, consider reading more below:

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Five ways to find time for extensive reading in DP language A

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Encouraging students to read books they choose is hugely beneficial, but how do you fit it into the curriculum? Diploma Programme (DP) English language and literature teacher Mike Mackenna shares his tips with IB World Magazine.

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1. The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. 2&3. I love the phrase 'who help to create a better world' because ultimately isn't that what we all want? Often with kids I think adults overlook them and they feel overlooked as if they can't create a better world until they're older. It feels like what all schools should be striving for. 4. I think this all perfectly connects to Lang & Lit because we have the opportunity to explore each section of the mission through the texts we read and the conversations we encourage in class.

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Word that stands out - “differences”, often people disengaged with those who disagree with have different views and perspectives as them instead of appreciating the intellectual differences we all have. I like that the statement explicitly states that since we’re all lifelong learners, even opinions different from ours can be right.

Sentence/Phrase that was meaningful - “Through intercultural understanding and respect”

Connection - we want to engage with and discuss texts from other cultures and different perspectives without judgement, seeking to understand other people / cultures rather than change them.

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Adina Olteanu - The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. 

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Adina Olteanu - The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. 

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•       a sentence that was meaningful to you and helped you gain a deeper understanding of the text – the very first sentence; it gives me both a sense of direction and some explicit purpose; focus on developing and on the attributes of the learner profile

•       a phrase that moved, engaged, provoked or was in some way meaningful to you –  active, compassionate and lifelong learners;  pointing at the very meaning of an international education

•       a word that captured your attention or struck you as powerful.  – intercultural – actually, two words: understanding and respect

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For me the first sentence of the mission statement is the most important because it is centered on the student. Education is foremost about relationship for me and specifically the power of literature and language to expand and deepen the hearts and minds of young people. The phrase 'active, compassionate and lifelong learners' resonates the most powerfully for me, again, because it is the worthwhile outcome of our endeavors as educators. The key word in that phrase for me is 'compassionate' because I have known many, many highly educated people sorely lacking in compassion.

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The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The section that moved me was about creating a better and more peaceful world. I believe that the IB can be an integral component for peace education. Awareness and deep thinking at the DP age can truly make a difference with the future of the world. 

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1. Parliment Debate Rages On!Reality Check or Imagination Overload?
2. Art for Arts Sake or Art for Tart's Sake.

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HOMEWORK - please do this and think about what you are already doing and what you may need to do.

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The IB Diploma Programme: A broad and balanced education

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Re-order the IB Mission Statement into 3 sentences. (Like you would with a poem cut up) BONUS points for getting them in the right order!

Then discuss the following:

• a sentence that was meaningful to you and helped you gain a deeper understanding of the text

• a phrase that moved, engaged, provoked or was in some way meaningful to you

• a word that captured your attention or struck you as powerful.

• how the mission connects to the language and literature course and why.
Post your response below.

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Please post your questions here. I will look at them in the evening and get back to you. 

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Please post your questions here. I will look at them in the evening and get back to you. 

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The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who understand that other people, with their differences, can also be right.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who help to create a better and more peaceful world through intercultural understanding and respect.

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The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who understand that other people, with their differences, can also be right.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who help to create a better and more peaceful world through intercultural understanding and respect.

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The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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1. A sentence that was meaningful to you and helped you gain a deeper understanding of the text: the last sentence - it establishes the purpose.

2. A phrase that moved, engaged, provoked or was in some way meaningful to you: lifelong learners - this phrase is provocative to me in terms of educational discourse and how it is widely used in the mission statements in hundreds of international schools.

3. A word that captured your attention or struck you as powerful: the unwritten word of 'perspective' that is inferred, that knowledge is not about being 'right' or 'wrong' and that it encourages this balance between inquiring, thinking and challenging oneself beyond the expected answers to the expected questions. This also links to our subject in regards to the requirements that students are to learn with and from such a variety of text types, with a variety of tasks/assessments as well.